Urban Regeneration is a minor at the School of Architecture & Built Environment, specifically belonging to the major in Spatial Development. This minor was developed in conjunction with the School of Social Studies and Minerva Art Academy and is taught in English by lecturers from these three institutes.
We have all seen neighbourhoods or districts that could perhaps do with a boost. This boost could take the form of physical interventions and/or adjustments
in the social sector. Closely examining the area and surveying the users will enable you to gain first-hand insight into their current concerns and where a
change is perhaps needed to boost the area. This adjustment, taking into account any trends and developments, will ensure a future-proof design and/or
organisation of the area.
On completion of this minor, you will be able to answer the following question: How can we adaptively design and/or organise an existing area in the built
environment, while taking into account the use and context of the location? You will also know how and when it will be effective to help local stakeholders in
these processes of spatial transformation.
The Urban Regeneration minor allows students to think in an innovative way, to conduct research while designing a solution, to work with members of various
disciplines and cultures, to gain insight into and experience with the way people and places interact and to design a future-proof adaptive environment for
people to use.
I&I.1: The student can identify their own ambitions for personal /professional development (of skills) within the context of this module.
I&I.2: The student can compare and
match their own personal qualities and roles within a team with those of other team members.
I&I.3: The student can identify objective and subjective values of a place in relation to their own values.
I&FV.1: The student is able to identify and describe a 'problem gap' in the context of a given need or spatial issue.
I&FV.2: The student can associate through broadening, connecting and restructuring to cultivate new insights
and gain radically different perspectives.
I&FV.3: The student can formulate research outcomes from different lines of investigation.
I&FV.4: The student can reflect on selflearning, the process followed and deliver reflective peer feedback.
I&FV.5: The student is able to demonstrate appropriate
communication to the different target groups.
I&FV.6: The student is able to demonstrate constructive cooperation with group members and other participants/actors.
RC.1: The student is able to recognise and distinguish between the different social and / or economic issues within a neighbourhood
RC.2: The student is able to carry out research specific to the topic and retrieve information regarding the
issues in the neighbourhood related to context solutions and feasibility
RC.3: The student is able to relate global scale issues to the context (motive, relevance, trends) of neighbourhood
issues and compare these to spatial or social transformations.
RC.4: The student is able to involve other processes, developments, values and / or ideas and assess their usage or application
RC.5: The student is able to reflect on his or her own performance according to self-formulated criteria and is able to outline and revise his or her functioning for to achieve improvements
ST.1: The student can identify, classify and explain separate components of the urban environment
ST.2: The student is able to conceptualise and visualise the essence of spatial issues and describe them in
the appropriate form (e.g. plans, drawings and models).
ST.3: The student can produce and present their understanding / vision of the dynamics within the urban
ST.4: The student can translate theory, principles and policy with stakeholder needs to produce solutions for the
regeneration of the urban environment.
ST.5: The student can compare, contrast and match his or her work with that of colleagues to establish interdisciplinary connections.
RtD.1: The student recognises the different theoretical and practice based methodologies involved in RtD processes.
RtD.2: The student demonstrates different observational skills and classifies relevant abstract and physical
qualities and issues from technical, environmental and social arenas.
RtD.3: The student is able to conceptualise and visualise the essence of researched phenomena by formulating an annotated portfolio of alternative and improved prototypes.
RtD.4: The student evaluates research outcomes.
RtD.5: The student reflects systematically on the learning
moments, the process followed and the decision-making process.
A&E.1: The student can articulate his/her ideas, concepts, work, approach and vision for professionals and public
both within and outside of the field of work.
A&E.2: The student is able to take objectively critical positions regarding product, societal context and the real
A&E.3: The student evaluates the results of implementing the product and reflect critically upon them.
A&E.4: The student evaluates and can debate subjects related to his/her discipline with other experts.
A&E.5: The student carries out peer to peer feedback with fellow students
The different modules comprise assignments, all of which relate to part or whole of the Vinkhuizen neighbourhood where we will be actually located for all lessons, workshops and presentations (for more
information, see http://www.backbone050.eu/). Numerous civic initiatives organised in the neighbourhood take place in this former school building, which is
now a kind of creative breeding ground.
assignments and assessments